Learning Tasks
Small Group - Feedback Assessment
Respects others
Student reads quietly and stays in one place in the reading area.
Student reads quietly. S/he moves around once or twice but does not distract others.
Student makes 1-2 comments or noises when reading, but stays in one place in reading area.
Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others.
Stays on task
Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned.
Student reads almost all (80% or more) of the period.
Student reads some (50% or more) of the time.
Student wastes a lot of reading time.
Chooses Appropriate Books
Student chooses a book, which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher.
Student chooses a book, which s/he has never read before and which is slightly below his/her reading level.
Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher.
Student chooses a book that s/he has read many times before or which is more than one grade below student's reading level.
Focus on story/article
Student is lost in the story. There is no looking around or flipping through the pages.
Student seems to be enjoying and moving through the story, but takes some short breaks.
Student seems to be reading the story, but does not seem to be very interested. Takes a few short breaks.
Pretends to read the story. Mostly looks around or fiddles with things.
Tries to understand
Stops reading when it does not make sense and reads parts again. Looks up words s/he does not know.
Stops reading when it does not make sense and tries to use strategies to get through the tricky spots or to figure out new words.
Stops reading when it does not make sense and asks for assistance.
Gives up entirely OR plows on without trying to understand the story.
Understands story elements
Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately, when and where the story happened.
Student knows the names and descriptions of the important characters and where the story takes place.
Student knows the names OR descriptions of the important characters in the story.
Student has trouble naming and describing the characters in the story.
Thinks about the story/article
Student accurately describes what has happened in the story and tries to predict, "what will happen next."
Student accurately describes what has happened in the story.
Student accurately describes most of what happened in the story.
Student has difficulty re-telling the story.
Thinks about the characters
Student describes how different characters might have felt at different points in the story and points out some pictures or words to support his interpretation without being asked.
Student describes how different characters might have felt at different points in the story, but does not provide support for the interpretation unless asked.
Student describes how different characters might have felt at different points in the story, but does NOT provide good support for the interpretation, even when asked
Student cannot describe how different characters might have felt at different points in the story.
Web Site Research: Large Group Feedback
CATEGORY
4
3
2
1
Content
The site has a well-stated clear purpose and theme that is carried out throughout the site, and is related to the assignment.
The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.
The purpose and theme of the site is somewhat muddy or vague and does not relate to the subject matter.
The site lacks a purpose and theme of the assignment.
Interest
The student has done an exceptional job at translating the content of the Web content, and shows high ability to translate content.
The student has tried to translate the content of the Web site.
The student has put lots of information in from the Web site but there is little evidence that the student was able to translate with full comprehension.
The student has provided only the minimum amount of information and has not transformed the information to translate the content at all.
Work Ethic
Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.
Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.
Student usually uses classroom project time well, but occasionally distracts others from their work.
Student does not use classroom project time well OR typically is disruptive to the work of others.
Learning of Material
The student has an exceptional understanding of the material included in the assignment and where to find additional information. Can easily answer questions about the content and procedures used to complete the assignment.
The student has a good understanding of the material included in the assignments. Can easily answer questions about the content and procedures used to complete the assignment.
The student has a fair understanding of the material included in the assignment. Can easily answer most questions about the content and procedures used to complete the assignment.
Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to complete the assignment.
Comments
Gave original, relevant feedback on peers writing assignments. Offered both original opinions on the topic and constructive criticism. Added to the discussion.
Gave original feedback on peers' assignments. Offered either opinions on the writing or constructive criticism. Added at least some to the discussion.
Feedback on peers' assignments was often irrelevant. Offered both opinions and criticism. Gave little relevant addition to discussion.
Gave no feedback or feedback was inappropriate / irrelevant. Writing was difficult to read due to many mistakes. Offered no opinions or constructive criticism. Did not add to the discussion.
Feedback Using the Small and Large Group Rubrics:
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